



































































































































Class _ 


Book 




COPYRIGHT DEPOSIT. 













The University of Chicago Publications 
in Religious Education 


EDITED BY 

ERNEST D. BURTON SHAILER MATHEWS 
THEODORE G. SOARES 


PRINCIPLES AND METHODS OF RELIGIOUS 

EDUCATION 






/ 





WORLD-FRIENDSHIP THROUGH 
THE CHURCH SCHOOL 


THE UNIVERSITY OF CHICAGO PRESS 
CHICAGO, ILLINOIS 


THE BAKER & TAYLOR COMPANY 

NEWTORK 


THE CAMBRIDGE UNIVERSITY PRESS 

LONDON 


THE MARUZEN-KABUSHIKI-KAISHA 

TOKYO, OSAKA, KYOTO, FUKUOKA, SENDAI 

THE MISSION BOOK COMPANY 


SHANGHAI 




World-Friendship Through 
the Church School 


A Training Course for 
Church Workers 



Tohn Leslie Lobingier 


Educational Pastor , United Church 
Oberlin , Ohio 




THE UNIVERSITY OF CHICAGO PRESS 
CHICAGO, ILLINOIS 







\/z 

,U5(p 


Copyright 1923 By 
The University of Chicago 


All Rights Reserved 


Published February 1923 



Composed and Printed By 
The University of Chicago Press 
Chicago, Illinois, U.S.A. 

MAR 23 1923 

©Cl A69S793 

'van | 




TO MY WIFE 








GENERAL PREFACE 


The progress in religious education in the last few 
years has been highly encouraging. The subject 
has attained something of a status as a scientific 
study, and significant investigative and experimen¬ 
tal work has been done. More than that, trained 
men and women in increasing numbers have been 
devoting themselves to the endeavor to work out 
in churches and Sunday schools the practical prob¬ 
lems of organization and method. 

It would seem that the time has come to pre¬ 
sent to the large body of workers in the field 
of religious education some of the results of the 
studies and practice of those who have attained 
a measure of educational success. With this end 
in view the present series of books on “ Principles 
and Methods of Religious Education” has been 
undertaken. 

It is intended that these books, while thoroughly 
scientific in character, shall be at the same time 
popular in presentation, so that they may be avail¬ 
able to Sunday-school and church workers every¬ 
where. The endeavor is definitely made to take 
into account the small school with meager equip¬ 
ment, as well as to hold before the larger schools 
the ideals of equipment and training. 

ix 


X 


General Preface 


The series is planned to meet as far as possible 
all the problems that arise in the conduct of the edu¬ 
cational work of the church. While the Sunday 
school, therefore, is considered as the basal organi¬ 
zation for this purpose, the wider educational work 
of the pastor himself and that of the various other 
church organizations receive due consideration as 
parts of a unified system of education in morals 
and religion. 


The Editors 


CONTENTS 

PAGE 

Introductory Statement . i 

STUDY 

1. A World-Friendship Program. 4 

2. The Element of Knowledge.11 

3. A Program of Giving. 20 

4. A Program of Service and Activity ... 28 

5. The Denominational Program and Denomina¬ 
tional Helps.35 

6. A Program for Kindergarten and Primary 

Pupils.42 

7. A Program for the Junior Age.51 

8. A Program for the Junior High School Age . 64 

9. A Program for the High-School Age ... 72 

10. A Program for Young People and Adults . 80 

Index.89 


xi 





















INTRODUCTORY STATEMENT 


It is scarcely necessary to argue the importance 
of world-friendship. For purely economic and 
political reasons, people are everywhere striving 
to see with vision unbounded by narrow, pro¬ 
vincial barriers. Every reminder of the Great 
War, in speech, on screen, or printed page, drives 
home the conviction that a narrow provincialism 
is one of the inheritances of the past which the 
world cannot afford to retain. Provincialism may 
bound its area by church walls, or by municipal 
limits, or by the boundaries of the nation; in any 
case it is provincialism, and needs to be supplanted 
by world-friendship. Without the world-outlook 
the Christian ideal of brotherhood cannot exist. 

This ideal of world-friendship has to do with 
knowledge, and with mental attitudes, and with 
activities and habits of life. It is therefore a 
matter of education, and as such it is a problem for 
the school of the church. If this is an educational 
problem, it must be so treated, and the cause of 
world-friendship must not be left to chance, nor 
delegated to a zealous minority in the church, nor 
must it become the victim of high-pressure methods. 

This is one of the significant problems with 
which the church school must deal. The church 


2 


World-Friendship 


must give thoughtful and intelligent consideration 
to the task of determining how the spirit and prac¬ 
tice of universal Christian friendliness may be 
included in its program. It must have a definite 
method by which it can train its children and young 
people in this direction. 

It is appropriate, therefore, that church leaders, 
church-school teachers and supervisors, and other 
interested church members, give careful considera¬ 
tion to this phase of their educational program. 
Each church must work out its own program, de¬ 
veloped intelligently by its own workers. How¬ 
ever many suggestions may come from without, 
each church group needs conference, discussion, 
and careful planning of its own. 

This little book is designed to be a practical 
guide to the leader of a group attempting to develop 
a program of Christian friendliness and world- 
service for its own particular church. Each of the 
ten studies is arranged in the form of a lesson out¬ 
line so that it may be easily used by the leader of 
limited experience. The experienced teacher, on 
the other hand, will no doubt find it desirable to 
rebuild the lesson plans according to his own 
method. It is hoped that this course may be 
found profitable for use in teacher-training classes, 
mid-week meetings of the church, adult classes 
desiring a short course, or at workers’ confer¬ 


ences. 


Introductory Statement 


3 


When a group makes use of this course to study 
its present and possible program of world-friendship, 
it is important that it take steps to conserve 
the results of its work. When it has decided upon 
an appropriate program for its own particular 
church, it should put it into form, give it publicity, 
and bring it before the proper committee or official 
body of the church for adoption. In so doing, 
however, it should be more ready than any others 
to insist that all such programs are tentative, and 
that constant revision of the program will be 
necessary on the basis of new knowledge growing 
out of new effort and experience. 


STUDY 1 

A WORLD-FRIENDSHIP PROGRAM 
Aim of This Lesson 

1. To bring out clearly the reasons why the 
church must continue to promote the missionary 
project. 

2. To develop the conviction that to achieve 
this end there must be a definite and compre¬ 
hensive program. 

3. To indicate the chief elements in such a 
program. 

Approach 

As a church, and as a denomination, our prac¬ 
tice indicates a belief in the cause of world-service. 
Our money has gone to benevolences, both locally 
and in remote quarters of our country, as well as 
to education, relief, religious work, and philan¬ 
thropy in other nations. 

(As indicated by the last annual reports, state the 
amounts contributed by the denomination during the past 
year for all forms of missions and benevolences. Figure 
this out on the per capita basis. 

Make a statement also as to the contributions of the 
local church, through church channels, to all forms of 
outside service, making this report also on the per capita 
basis.) 


4 


A World-Friendship Program 5 

There is value in getting back of our practice 
to our motives. Is our missionary practice due to 
deep conviction or to custom and tradition ? 

There is value also in looking somewhat criti¬ 
cally into our practice. To what extent is this 
practice of ours part of a carefully determined 
program ? To what degree is it tending to promote 
world-friendship on the part of our own group ? 

Presentation 

1 . Why the church is justified in continuing its 
missionary efforts 

(Develop as many reasons as possible from the class, 
noting them on the blackboard. Add additional reasons 
that may not be suggested by the class. The list may 
contain such points as the following) 

(1) The results of the missionary endeavor of 
the last century or more justify the continuance of 
the work. 

(2) The whole spirit of Christianity, as ex¬ 
pressed repeatedly in the New Testament, and as 
manifest in the very genius of the Christian religion 
itself, looks toward the idea of world-friendship 
and the practice of sharing with others. 

(3) To the extent to which a church concerns 
itself with human need in any other part of the 
world, there comes back upon that church as a reflex 
influence a new strength for its local tasks and such 
satisfaction as always comes to those who serve. 


6 


World-Friendship 


(4) The fact of world-interrelations and the 
idea of internationalism and world-friendship are 
close akin to the missionary project. For political 
and economic reasons, we are feeling the necessity 
of cultivating closer world-ties. The missionary 
efforts of the past have helped to pave the way for 
such relationships. The growing desire for such 
relationships, moreover, must spur the church on 
to new missionary efforts. The growing concep¬ 
tion of the oneness of the world, producing as it 
does a tendency against the use of the term “ mis¬ 
sionary,’’ is increasing the feeling that world-service 
and world-friendship and the growth of the Chris¬ 
tian church throughout the world are thoroughly 
sane and normal ideals. 

2. Why the church should have as part of its edu¬ 
cational scheme a definite program of world¬ 
wide extension and world-service 

(Develop reasons from the class, supplementing those 
given if necessary. Perhaps the list will include such as 
these) 

(1) If this work is to be carried on with per¬ 
manency, it must be made a part of the church’s 
educational program. What is done must be 
done intelligently and consistently. Missionary 
education is not separate from but a part of the 
whole scheme of religious education. 

(2) The heart of the world-friendship problem 
is the training of children and young people and 


A World-Friendship Program 7 

adults so that they may possess the mental atti¬ 
tude of friendliness, such knowledge of the lives 
and ways of others as will serve as a foundation 
for intelligent action, the ability to do what one 
of such an age ought to do in the matter of world- 
friendship, and the habit of service for others with¬ 
out regard to racial barriers. This being the case, 
our first concern is not the success of a far-away 
cause, but the training of near-at-hand personalities. 
This entire project is therefore a part of the 
church’s educational plan. 

(3) Without a definite program there is scant 
chance for success. 

Question: Does this church have a definite program of 
world-friendship and service ? 

Question: If the answer to the foregoing question is 
affirmative, what is that program as applied to the com¬ 
munity ? to the nation ? to the larger world ? 

Question: What is that program as applied to kinder¬ 
garten children ? to the junior age ? to the young people’s 
group ? 

Much of our present weakness is due to lack of a 
definite program. Much good service is done; much 
money is given for unselfish causes; many are inter¬ 
ested. But is there a church program of world- 
friendship and service; graded , so that it is adapted 
to the various ages; complete , in that it includes 
all the elements that should be included; definite 
in aim , indicating a clear understanding of what 
ought to be accomplished ? 


8 


World-Friendship 


3. Elements in such a program 

Since our aim has to do with the development of 
certain abilities and habits, based on service and 
knowledge, there must be provision in the complete 
program for: 

(1) Knowledge of the facts, needs, and results 
of the world-friendship enterprise. 

(2) Financial gifts, based on interest and under¬ 
standing, made regularly and systematically. 

(3) Personal activity, including worship, and 
service for others. 

Such a program .ought to be carried on by 
methods that tend to create permanent interest 
and loyalty in this direction. In succeeding 
studies we shall consider how to develop a program 
along these lines, in order to secure permanent 
interest in the cause of world-service and the 
ability to perform that service effectively. 

Conclusion 

It is important not simply that this church 
shall be regarded as a “missionary” church, 
because of the amount of its contributions, or 
because of any other superficial reason, but that 
its reputation in that direction shall be due to the 
fact that it is developing a generation of young 
people with an appreciative understanding of the 
people of other communities and races, and an 
attitude of friendliness toward them, and with a. 


A World-Friendship Program 


9 


growing sense of brotherliness that both finds 
expression in, and also results from, Christian 
service. 

Assignment 

Assign to various members of the class the fol¬ 
lowing tasks (only one assignment to a person): 

1. Make a list of magazines helpful in develop¬ 
ing the ideal of world-friendship. 

2. Make a list of books appropriate for primary 
children to read as an aid to the attitude of world- 
friendship. 1 

3. Do the same for children of the junior age. 1 

4. Do the same for children of the junior high 
school (intermediate) age. 1 

5. Do the same for young people of the high- 
school (senior) department. 1 

6. Examine the courses of study used in your 
junior department, and report on the relative 
amount of material that will tend to develop the 

t 

world-friendship idea. 

7. Examine the courses of other departments 
with the same purpose in view. 

x In the preparation of such lists, help may be secured from 
the denominational missionary headquarters; from the Mis¬ 
sionary Education Movement, 150 Fifth Avenue, New York; 
and from such sources as the following: Loveland, Training 
World Christians , pp. 235 ff.; Hutton, The Missionary Education 
of Juniors , pp. 127-32; Brown, The Why and How of Missions 
in the Sunday School , pp. 115-27. 


IO 


World-Friendship 


Readings on This Lesson 

Betts, George H. How to Teach Religion, chaps, iii 
and v. Abingdon Press, 1919. 

Bobbitt, Franklin. Curriculum-making in Los Angeles, 
section on religious attitudes and activities. University 
of Chicago Press, 1922. 

Coe, George A. A Social Theory of Religious Educa¬ 
tion, chaps, v and vi. Charles Scribner’s Sons, 1917. 

The Congregational Education Society. Principles 
and Methods of Missionary Education. 

Diffendorfer, Ralph E. Missionary Education in 
Home and School, chaps, ii-iv. Abingdon Press, 1917. 

Hartman, Gertrude. The Child and His School , pp. 155- 
61. E. P. Dutton and Co., 1922. 

Hartshorne, Hugh. Childhood and Character, chaps, xi- 
xiii. Pilgrim Press, 1919. 

McLean, A. Where the Book Speaks . F. H. Revell 
Co., 1907, 


The Element of Knowledge 


i5 


2. Methods 

Our second problem is to discover the best 
methods by which knowledge along these lines may 
be secured. At least the following methods should 
be considered: 

(1) Reading: 

(Ask for the report from the class member who at the 
last meeting was assigned the task of making a list of maga¬ 
zines helpful in developing the ideal of world-friendship. 
Secure additional suggestions from the class, having each 
member copy the entire list in his notebook. 

The list should include magazines not generally regarded 
as missionary, e.g., Asia, China Review, Far East Review, 
Trans-Pacific, Weekly Review of the Far East, Korean Review, 
World’s Work, Japan Review, the South American, National 
Geographic Magazine, New Armenia, New Palestine, the 
Christian Union Quarterly, etc. 

The list should also include magazines generally recog¬ 
nized as missionary, e.g., the International Review of Mis¬ 
sions, the Missionary Review of the World, the Moslem 
World, Everyland, and such denominational magazines as the 
Missionary Herald, World Call, Assembly Herald, Woman’s 
Work, the Spirit of Missions, the Foreign Missionary, 
Woman’s Missionary Friend, the Missionary Voice, Missions, 
the American Friend, the American Missionary, etc. 

Call for the reports of the class members assigned to 
the topics asking for a list of books helpful in developing 
the spirit of world-friendship, for each of the various age- 
groups. Secure additional suggestions from the class, having 
each member retain the complete list in his notebook.) 

Many travel books should be included in such lists, as 
well as the books written with the missionary motive. 


i6 


World-Friendship 


Question: What steps can this church take to increase the 
reading of such books and magazines as have been mentioned ? 

(2) Courses of study: 

(Call for reports on the assignments made at the last 
session, as to the lessons in each grade of the course of study 
in use in your church school, that should tend to give 
information of value in training Christians to the ideal 
of world-service. Many courses of study, not regarded as 
“missionary,” will reveal an amazingly large amount of 
material of this kind.) 

Question: Is it proper to include at any point, or points, 
in the church-school curriculum an entire year’s course on 
some phase of the world-friendship program? (For ex¬ 
ample, “The Conquering Christ.”) 

Question: Is it appropriate to include short courses of 
this nature during the summer session of the church school, 
e.g., the study books written for, and recommended by, the 
Missionary Education Movement? 

(3) Lectures: 

(Include stereopticon lectures. The mission boards 
have large collections of slides available for such purposes.) 

(4) Stories, teachers’ illustrations, and inci¬ 
dental references: 

(Discuss the best sources for appropriate stories, and 
the art of story-telling. The most effective instruction 
looking toward the development of the world-outlook may 
be given indirectly by a teacher who possesses a reserve 
fund of material to be used at the appropriate time. The 
teacher who builds up his own material for illustration and 
incidental reference, using a card file or loose-leaf notebook, 
will have a source book more valuable for his own use than 
any published book of stories.) 


The Element of Knowledge 17 

(5) Dramatization: 

The value of the dramatic method is based on 
the sound principle of learning by doing. One 
who acts out a certain experience enters into an 
appreciation of that experience that is otherwise 
impossible. Dramatization should be so used as to 
be a delight, and not a burden, to the participant. 
Especially with children up to the high-school age, 
the informal method is to be preferred, whereby 
they make their own plays from stories of value. 
When the more formal method is adopted, however, 
and plays already written are used for this pur¬ 
pose, the leader should be careful to avoid plays 
that have comparatively little action, and that use 
the dialogue form unduly, with long speeches, mani¬ 
festly for the purpose of moralizing on missions. 

(6) Debates and reports at class and depart¬ 
mental meetings. 

(7) Pictures, posters, exhibits, curios, for class¬ 
rooms or for some particular part of the building: 

Question: In our own church what rooms could be used 
for such purposes? Who should select or prepare such 
pictures or posters, and what ought they to represent ? What 
practical steps could we take to secure an exhibit room 
for a collection of materials that would give knowledge of the 
customs and social and religious practices of other peoples ? 

(8) Periods of worship: 

Question: In what way can such periods, if they are 
confined to real worship, have instructional value in pro¬ 
moting the world-friendship idea ? 


18 World-Friendship 

Conclusion 

In carrying out our instructional program, we 
must approach those who are to be taught, both 
young and old, from various angles and by means 
of various methods, some direct and some indirect. 
Methods will differ with different age-groups, but 
every approved method of instruction must find 
a place in the complete program. 

Assignment 

Assign to different groups in the class (only one 
topic to a person): 

1. Look in the church library, and in the public 
library, and find out how many books listed in the 
class today are available for local use. 

2. Do the same with the magazines listed above. 

3. Write briefly on the topic: “Money-Raising 
vs. Money-Giving.” 

4. Write briefly on the topic: “For What 
Purposes Should the Gifts of Children in the 
Church School Be Used?” 

Readings on This Lesson 

* 

Barton, George A. The Religions of the World. Uni¬ 
versity of Chicago Press, 1917. 

Bryant, Sara C. How to Tell Stories to Children. 
Houghton Mifflin Co., 1905. 

Committee on the War and the Religious Outlook. 
The Missionary Outlook in the Light of the War. Associa¬ 
tion Press, 1920. 


The Element of Knowledge 


19 


Eggleston, Margaret W. The Use of the Story in Reli¬ 
gious Education . George H. Doran Co., 1920. 

Hartman, Gertrude. The Child and His School , 
pp. 221-48. E. P. Dutton and Co., 1922. 

Loveland, Gilbert. Training World Christians , chap. vi. 
Methodist Book Concern, 1921. 

Miller, Elizabeth E. (Elizabeth M. Lobingier). Drama¬ 
tization in the Church School. University of Chicago Press, 
1923. 

-. The Dramatization of Bible Stories. Uni¬ 
versity of Chicago Press, 1918. 

Moore, Edward C. The Spread of Christianity in the 
Modern World. University of Chicago Press, 1919. 

Soper, Edmund D. The Religions of Mankind. Abing¬ 
don Press, 1921. 

Various courses of study for the church school, e.g., 
“International Graded Courses,” “Constructive Studies” 
(University of Chicago Series), “Completely Graded Series” 
(Scribner), “Beacon Series,” “Christian Nurture Series,” 
etc. 

Willcox, Helen L. Mission Study through Educational 
Dramatics. Interchurch World Movement, 1920. 



STUDY 3 

A PROGRAM OF GIVING 
Aim of This Lesson 

1. To determine the fundamental principles by 
which a church should be guided in matters of 
finance. 

2. To outline a possible program of giving, 
indicating how it should vary with the different 
age-groups. 

Approach 

Question: By what test do most people pass judgment 
upon a church as to whether or not it is a successful institu¬ 
tion, in its service and benevolence work ? 

(It will probably be agreed that the most com¬ 
mon test is the size of the church’s missionary and 
benevolence contributions.) 

The financial test is not sufficient. A church 

/ 

may give largely to such causes without being a 
successful missionary institution. Unless the giv¬ 
ing has itself been put on an educational basis so 
that simultaneously with the large gifts there has 
been the right kind of development among the 
givers, it cannot be said that the giving program 
of such a church is a success. 


20 


A Program of Giving 


21 


Presentation 

i. Guiding principles 

Let us consider in the first place some of the 
principles by which we ought to be guided in 
developing our giving program in the church school: 

(1) The entire expense involved in the opera¬ 
tion of the church school should be borne by the 
church itself. This is the school of the church, 
and the budget of the church should make provision 
for its own educational projects. It would be as 
reasonable to attempt to conduct the elementary 
and high schools during the week on the basis of 
voluntary offerings from the boys and girls as to 
conduct the school of the church on that basis. 

(If there is discussion on this principle, see that the 
emphasis is laid upon such points as these: 

a) The effect of the plan suggested upon the popular 
esteem in which the school is held by the members and 
officers of the church. 

b) The fact that in the long run such a plan is probably 
no more costly to the church than any other scheme. 

c ) The fact that such a plan opens the way for a pro¬ 
gram of educational giving, otherwise impossible.) 

(2) The gifts of members of the church school 
should be for some worthy cause other than the 
maintenance of their own school. 

(Call for the reading of one or two of the brief papers 
assigned at the last session of the class, on the subject: 
“For What Purposes Should the Gifts of Children in the 


22 


World-Friendship 


Church School Be Used?” These papers should be read 
before the second principle is enunciated, so that this 
principle may be developed from the class, following the 
papers and discussion.) 

(3) Children ought to be granted the educa¬ 
tional advantage of determining the causes for 
which their own money shall be used. 

(Discuss the educational value of such a policy of self- 
determination compared with the practice of urging children 
to contribute to causes decided upon by adults.) 

(4) Giving must be linked closely with service 
and instruction. The causes which children decide 
to help will certainly be the causes about which 
they have some knowledge. It is also true, how¬ 
ever, that they should be given additional instruc¬ 
tion in regard to causes which they are helping 
with their gifts. Undoubtedly they will also 
want to give help in other ways to the causes to 
which their money is going. These three elements, 
therefore, must be linked closely together. 

(Call fofr reports on the first two assignments of the last 
lesson, having to do with books and magazines available 
in the church library or public library. If there is evident 
need for additional books or magazines of the type suggested, 
the class may decide to take action requesting the proper 
authorities to secure the additions desired.) 

(5) The church should train its young people in 
money-giving, and oppose schemes of money¬ 
raising. 


A Program of Giving 


23 


(Call for the reading of one or more of the brief papers 
assigned at the last session on “Money-Giving vs. Money- 
Raising.” Discuss this topic if time permits.) 

Question: How is this related to the important problem 
of training in Christian stewardship ? 

If a church is really in earnest in the matter of 
training for the world-outlook, it should turn its 
back squarely upon all the strange and various 
methods by which money is raised instead of being 
given. Aside from the essential immorality in¬ 
volved in trapping people into buying what they 
do not want because, forsooth, the money is to 
be devoted to a “worthy cause,” there is another 
important consideration to be borne in mind: 
If people are to be trained in the attitude of world- 
friendship, they must receive that training by 
themselves performing service for others, and them¬ 
selves giving to the needs of others, instead of 
having their attention diverted to the unimportant 
means, and instead of making others actually give 
the needed money in return for what those others 
probably do not want. The money-raising idea is 
one of the most baneful in the church’s mind; in 
the long run it defeats its own purpose, and it fails 
also in diverting attention from the educational 
aims which a church should always keep in mind. 

(6) Test every financial scheme by this ques¬ 
tion: Is it proposed merely to raise money, or 
merely to insure the support of an institution or a 


24 


World-Friendship 


cause selected by adults, or does the scheme have as 
its main motive the development of the child or 
the youth ? 

(Discuss the giving policy of your own church school, 
applying this test rigidly. In regular offerings or in special 
missionary or benevolence appeals, how much stress is laid 
on amounts ? Is the amount of the offering made secondary 
to the development of certain important habits on the part 
of the child ? Is the plan one that will tend to develop right 
Christian attitudes? Is more consideration being given to 
the question of the child’s permanent interest in friendly 
enterprises than to the question of amounts of money raised ? 
Such questions as these should suggest the basis of thought¬ 
ful discussion.) 

2. A program of giving as applied to each age- 
group 

(i) The kindergarten and primary age: 

Question: To what extent can children of this age exer¬ 
cise their own initiative in determining the causes they want 
to support financially ? 

(Discuss the relative value of giving to general causes 
and of giving to specific and concrete causes, for children of 
this age.) 

Children of this age should make their gifts 
to some very concrete and personal cause, such as a 
child in a nearby hospital, the support of an Indian 
child, the establishment of a Sunday school, etc. 
Such specific causes should be suggested to them 
and they should be permitted to vote on the accept¬ 
ance of those causes as their own. While this may 


A Program of Giving 


25 


seem to be purely formal, it will have value in 
giving children a basis for real initiative in making 
their own decisions as to their gifts later on. 

(2) The junior and junior high school age: 

Question: Is it desirable that parents should adopt the 
policy of putting children of this age on a definite allowance ? 

Question: What bearing does the problem of training 
in the use of money have on that question ? 

Question: How can we give definite training in system¬ 
atic and proportionate giving during this period ? 

Question: Is it reasonable to expect boys and girls 
during this entire six years’ period to be able to make their 
own decisions as to the causes to which their money is to go ? 

(Let the discussion bring out the point that even though 
some decisions may be made that seem unwise to the adult 
leaders, it is better to permit such unwise decisions than to 
deprive boys and girls of the educational values involved in 
self-determination. Emphasize also the possibility of 
indirect guidance through the instructional program.) 

(3) The high-school age (senior department): 

Young people of this age are, or ought to be, 

members of the church. As such they ought to sup¬ 
port the church, their own institution, and its regular 
budget for missionary and benevolence enterprises. 
They should, therefore, be given regular church 
envelopes, and expected to make pledges according 
to their ability toward the local and more distant 
work of the church. Even though they may not 
be church members, they should be asked for this 
pledge since they have a vital connection with the 
church through its school. 


26 


World-Friendship 


(Discuss in a preliminary way the point of view sug¬ 
gested, giving consideration to opposing opinions as well. 
This topic will be discussed further in Study 9. 

Discuss the necessity under such a scheme for a careful 
course of instruction, early in this period, covering the work 
and world-program of the church. 

Discuss the advisability of having only one offering on 
Sunday for this age, instead of one at the church-school ses¬ 
sion and another at the church service.) 

(4) Young people and adults: 

(Discuss the policy of having these groups make their 
offerings through the regular church channels alone, thus 
eliminating the second Sunday-morning offering, and making 
instruction and service the functions of the church school.) 

Conclusion 

In training children and young people in the 
church’s program of world-friendship and service, 
the giving of money should never be regarded as 
an end. It is simply a means. Money is not the 
great objective. The great objective is the develop¬ 
ment of personalities intelligently committed to 
the world-tasks of the church, with the ability to 
share effectively in the accomplishment of those 
tasks. The program of giving in the church 
school serves chiefly as an aid in developing such 
personalities. 

Assignment 

Have each member of the class bring in three 
lists: 


A Program of Giving 


27 


1. Possible forms of service that children and 
young people might perform for this church or 
church school. 

2. Possible forms of service that children and 
young people of this church school might do for 
this community. 

3. Possible forms of service that children and 
young people of this church school might do for 
the world. 

Readings on This Lesson 

Burton, E. D., and Mathews, S. Principles and Ideals 
for the Sunday School , Part II, chap. vi. University of 
Chicago Press, 1903. 

Hutchins, W. Norman. Graded Social Service for the 
Sunday School , chap. v. University of Chicago Press, 1914. 

Loveland, Gilbert. Training World Christians , chap. ix. 
Methodist Book Concern, 1921. 

(Symposium) “Training in Benevolent Giving,” The 
Church School , pp. 152 ft., January, 1923. 




STUDY 4 

A PROGRAM OF SERVICE AND ACTIVITY 
Aim of This Lesson 

To consider the purpose and value of a program 
of service; the methods by which such a program 
may be developed; and the elements that may 
be included appropriately in a service program 
for this church. 

Approach 

Question: What lines of service has this church school 
undertaken during the past year, other than money gifts, 
for causes near at hand or far away ? (This question may 
be confined to some particular department rather than 
being applied to the whole school, if that seems desirable. 
List the chief lines of activity mentioned.) 

Question: In what way has the instructional program 
been related to this program of service? Have they gone 
hand in hand, or has one come as a result of the other, or 
have the two been altogether separate and unrelated? 

Question: In what way has the giving program been 
related to this program of service ? 

Personal service, the giving of money, and 
instruction should be linked closely together in a 
single program. Money should be given for causes 
about which people are intelligent, and personal 
service should follow the gifts of money. 


28 


A Program of Service and Activity 


29 


In this lesson on service we are considering 
the third of these three essential and related ele¬ 
ments in a program of world-friendship. 

Presentation 

1. The scope of a program of service 

If our aim is to train for the world-outlook and 
to develop the attitude of friendliness toward all 
people, regardless of age, or race, or condition, 
the service program of the church or of its school 
should know no geographical boundaries. 

Experience has shown that a school can think 
of its service program in no better way than: 
a) Service for our church. 
h) Service for our community. 
c) Service for the world. 

(The third point above may be subdivided into service 
for our nation, and service for the world, if such a division 
is considered more desirable. 

Discuss the question of accepting such a division. Dis¬ 
cuss also the question of accepting the point of view that the 
members of the church school, through their various depart¬ 
ments, ought to engage in specific service activities for the 
local church, the local community, and the larger world.) 

2. The value of a program of service 

(Consider some simple piece of community service, 

such as any class or department might undertake, e.g., 
folding bandages or pads for the local hospital.) 

Question: Wherein does the value of such service lie ? 
(The discussion will of course bring out the value of 
this piece of work for the inmates of the hospital. Nothing 


30 


World-Friendship 


should be undertaken as service that does not have actual 
and genuine value for the cause which is being helped. 

The discussion should also lay emphasis upon the value 
of this activity for those who are doing the work. Such 
values as these may be suggested: 

a) The development of skill along a certain particular 

line. 

b ) The development of friendly interest in, and con¬ 
cern for, others in need. This attitude of friendliness for 
others comes more definitely as a result of activity on behalf 
of those others than from any other cause. 

c ) The desire for a deeper knowledge and understand¬ 
ing of certain areas of life that previously have been but 
slightly known. 

d) The beginning of a habit of real concern for com¬ 
munity needs [or in the case of other illustrations that might 
be used, for world-needs, or for the needs of the local church].) 

Question: In the development of a service program in 
the church school, which consideration is more important: 
that the cause be helped or the participant benefited ? 

(Test the value of elements in your service program 
by your answer to this question.) 

Question: How can a patronizing spirit on the part of 
the helpers be avoided ? 

3. The method of developing a service program 

a) Each church must have its own program. 
Churches themselves differ; their needs, therefore, 
differ. Communities also have different interests 
and needs. Our outlook upon the world and our 
consequent interpretation of the chief needs of the 
outside world will also vary. There can therefore 
be no standardized service program. 


A Program of Service and Activity 31 

b) The service program of a church or of its 
school must be thoroughly graded; lines of activity 
must be adapted to the age and development of 
those who are to perform the service. 

c) While being definite as to actual tasks and 
pieces of work, the program must never be regarded 
as permanently fixed. As new needs appear, and 
as the personnel of each psychological group 
changes, the content of the program will change. 
It will still, however, be definite. 

d ) Begin by making a study of the needs of 
the local church that can be met by the personal 
service of groups of individuals. 

(Call for the first list in the assignment for today’s les¬ 
son: Possible forms of service that children and young 
people may perform for this church or church school. 
List them all on the blackboard, e.g.) 

Making the room more attractive. 

Taking old people to church. 

Delivering church leaflets Saturday or Sunday 
afternoons. 

Making and posting appropriate charts. 

Etc. 

e) Make a study of the needs of the community 
that might be met by a service program of the 
church school. 

(Call for the second list in the assignment for today’s 
lesson: Possible forms of service for this community. 
Write on the blackboard the items given, e.g.) 


32 


World-Friendship 


Visiting the local hospital. 

Reading to the blind. 

Collecting and taking pictures to the county- 
home. 

Visiting and singing to shut-ins. 

Selling Christmas seals. 

Returning church-school papers for further use. 

Various forms of help at home. 

Etc. 

/) Make a study of the world-needs that a 

* 

program of personal service might help to meet. 

(Call for the third list in the assignment for today: 
Possible forms of service for the world. Write on the 
backboard such items as are suggested, e.g.) 

Scrapbooks for children. 

Post cards to people of other lands. 

Letters to missionaries. 

A summer Christmas box. 

Friendly correspondence with children in south¬ 
ern mountain schools. 

Etc. 

g ) Each age-group, as a whole or through its 
representatives or leaders, ought to choose a certain 
specific line of service for the church, the com¬ 
munity, and the world (or for one of these at a 
time) as its own, for a definite period of time, 
according to the general policy of the school. 
Such suggestions as have been made in this class may 
prove helpful to a group in reaching its service aims. 


A Program of Service and Activity 33 

(Discuss the danger of attempting too many lines of 
activity. 

Discuss the field for choice to be found in the instruc¬ 
tional program and in the causes to which money gifts are 
made. Recall the importance that has already been placed 
upon linking together instruction, giving, and service.) 

4. Carrying out the service program 

Question: What is the value in having a group visualize 
its service aims ? 

(Discuss the place of charts. Some groups have found 
value in keeping before themselves their service aims for 
the year, and also as the year progresses in charting their 
achievements along these lines.) 

5. The relation of worship to the program of 
service 

Prayer strengthens personal effort. It helps 
to consecrate one more wholly to his cause. Sincere 
prayer also follows one’s deepest interests. Worth¬ 
while activities, therefore, give a basis for genuine 
worship. 

A program of service will give material for the 
enrichment of a department’s worship period. The 
worship period, moreover, will develop strength 
and desire for the carrying out of such a program. 

Conclusion 

A church-school program of service must be 
big enough to include in its purview any need in 
any quarter of the globe which the personal efforts 
of some in that school can meet. It must be com- 


34 


World-Friendship 


prehensive enough to enlist the efforts of every 
member of the school from the youngest to the 
oldest. It must be tested primarily by its effect 
upon the participants, in their attitudes and 
habits that have to do with the world-friendship 
ideal. 

Assignment 

Study the methods employed by your denomina¬ 
tion to do its co-operative work of missions and 
benevolences. Know the names of the various 
boards, their fields of operation, and lines of 
activity. 

What denominational agencies assist the church 
school in developing a program of world-wide 
Christian service, and in what ways do they assist ? 

Readings on This Lesson 

Coe, George A. A Social Theory of Religious Educa¬ 
tion , chap. ix. Charles Scribner’s Sons, 1917. 

Cope, Henry F. Principles of Christian Service. 
Judson Press, 1921. 

Diffendorfer, Ralph E. Missionary Education in Home 
and School , pp. 150-57. Abingdon Press, 1917. 

Hartshorne, Hugh. Manual for Training in Worship. 
Charles Scribner’s Sons, 1915. 

Hutchins, W. Norman. Graded Social Service for the 
Sunday School. University of Chicago Press, 1914. 

Loveland, Gilbert. Training World Christians , chaps, 
vii and viii. Methodist Book Concern, 1921. 


STUDY S 


THE DENOMINATIONAL PROGRAM AND 
DENOMINATIONAL HELPS 

Aim of This Lesson 

To give instruction in the denomination’s 
program of world-friendship, and in the methods 
by which it attempts to carry out that program. 

Approach 

In order to develop a satisfactory program of 
world-service and world-friendship in the local 
church, and to do so intelligently, we must enter 
sympathetically into the efforts of others who have 
had the same great end in view. Naturally we 
begin with our own group, our own religious denomi¬ 
nation, and consider what its program of world- 
service has been; we must know what our churches 
working co-operatively have sought to do for 
others; we must also be familiar with the best 
methods which our denominational leaders have 
been able to devise for the training of children 
and young people in the world-outlook. Their 
suggestions are gathered from all possible sources, 
and are available for the help of any local church. 

In our previous studies, we have considered in 
a general way the essential elements in a program 


35 


36 


World-Friendship 


of world-friendship. Before attempting to build 
this program in detail for each age-group in the 
church school, we ought to study our own denomi¬ 
national machinery, and to consider what contri¬ 
butions it may be able to make to our task of 
program making, either in content or in method. 

Presentation 

i. The denominational machinery for carrying 
on the work of missions and benevolence 

(On the basis of the first assignment given in the last 
lesson, work out with the class a list of the denominational 
agencies at work 

(1) Outside the United States. 

(2) In spreading Christianity in remote sections of the 
United States. 

(3) Among foreigners in this country. 

(4) Among backward peoples in this country. 

(5) In church-building enterprises. 

(6) In the establishment of Sunday schools and the 
expansion of church-school work. 

(7) In educational work in this country. 

(8) In homes for orphans, the aged, etc. 

(9) In other forms of relief work. 

(10) In other social service activities. 

(n) In other forms of work not included under any 
of the foregoing heads. 

Taking this list of agencies, continue the discussion by 
noting after each name 

(1) The amount of the budget on which it operates. 

(2) The number of workers employed. 

(3) The chief lines of work carried on. 

(4) The paper, magazine, or other publication that 
describes the work of that particular agency.) 


Denominational Program and Helps 37 

2. The denominational machinery for helping 
to train in the world-outlook and in world- 
service 

(On the basis of the second assignment given at the last 
lesson, secure the names of your own denominational agencies 
charged with the responsibility of assisting the church 
schools in developing programs of world-wide Christian 
service. 

For the benefit of leaders who do not know whom to 
address to secure available denominational help in 'working 
out their local church programs, the names of agencies and 
their addresses are herewith given for fourteen of the 
denominations.) 1 

Baptist {Northern): Department of Missionary Education, 
Northern Baptist Board of Promotion, 276 Fifth 
Avenue, New York. 

Brethren: General Sunday School Board, Church of the 
Brethren, Elgin, Illinois. 

Christian: Department of Home Missions or Department 
of Foreign Missions, Christian Church, Christian Pub¬ 
lishing Association Building, Dayton, Ohio. 

Congregational: Department of Missionary Education, 
Congregational Education Society, 14 Beacon Street, 
Boston, Massachusetts. 

Disciples of Christ: Department of Missionary Education, 
United Christian Missionary Society, 1501 Locust 
Street, St. Louis, Missouri. 

Methodist Episcopal: Department of Education, Commission 
on Conservation and Advance, Methodist Episcopal 
Church, 740 Rush Street, Chicago, Illinois. 

1 These addresses are furnished through the courtesy of the 
Missionary Education Movement. 


38 World-Friendship 

Methodist Episcopal , South: Educational Secretary, Board 
of Missions, Methodist Episcopal Church, South, 810 
Broadway, Nashville, Tennessee. 

Presbyterian Church in United States of America: Edu¬ 
cational Secretary Board of Home Missions or Educa¬ 
tional Secretary Board of Foreign Missions, Presby¬ 
terian Church in United States of America, 156 Fifth 
Avenue, New York- 

Executive Committee of Home Missions, Presbyterian 
Church in United States of America, 1522 Hurt Build¬ 
ing, Atlanta, Georgia. 

Educational Secretary, Executive Committee of Foreign 
Missions, Presbyterian Church in United States of 
America, Post Office Box 330, Nashville, Tennessee. 

Protestant Episcopal: Educational Secretary, Department 
of Missions, Protestant Episcopal Church, 281 Fourth 
Avenue, New York. 

Reformed Church in America: Board of Foreign Missions or 
Board of Domestic Missions, Reformed Church in 
America, 25 East Twenty-second Street, New York. 

Reformed Church in the United States: Director of Missionary 
Education, Reformed Church in the United States, 
Fifteenth and Race streets, Philadelphia, Pennsylvania. 

United Brethren: Educational Secretary, Home Mission 
Board, United Brethren Church, 1211 United Brethren 
Building, Dayton, Ohio. 

United Lutheran: Foreign Mission Board, United Lutheran 
Church, 601 Cathedral Street, Baltimore, Maryland. 

United Presbyterian: Board of Home Missions, United 
Presbyterian Church, 209 Ninth Street, Pittsburgh, 
Pennsylvania. 

Board of Foreign Missions, United Presbyterian Church, 
200 North Fifteenth Street, Philadelphia, Pennsylvania. 


Denominational Program and Helps 39 


(Either by a report from a member or by a statement 
from the leader, give to the class an outline of the suggestions 
made by your own denominational agency, and the way in 
which it can assist the local school.) 

Question: How would you criticize your denominational 
program ? 

3. This church and the denomifMtional program 

(1) As a part of the larger group each church 
must feel that its denominational program is its 
own. In an indirect way each church has some 
voice in the determination of whatever plans are 
adopted. The sense of obligation to conform to 
the denominational standards will vary according 
to the spirit and traditions of the group, but in 
everyone there must be some sense of loyalty to 
one’s own agency and plan. 

(State to what extent this church has had a part in the 
support of the various agencies listed under section 1.) 

(2) Consider our church’s relation to the sug¬ 
gestive program of our denominational agency for 
missionary education. 

Question: In what ways does our church school now 
profit by its suggestions ? 

Question: In what other ways could our school adopt its 
suggestions to advantage ? 

Question: To what extent are its suggestions inappropri¬ 
ate for our own local situation ? 

Application 

The leaders charged by this church with the 
religious education of children and young people 


40 


World-Friendship 


ought to be informed as to the denominational 
program for training in world-friendship and 
world-service, and ought to consider that program 
appreciatively and critically. Its adoption should 
be based upon its peculiar fitness to the local situa¬ 
tion; and the rejection of any part of it should 
be the result of a deliberate judgment that some 
other procedure has greater educational value or 
is better adapted to the local needs. 

Assignment 

Do not make more than one of the following 
assignments to a person: 

1. Write briefly on the characteristics of the 
child four or five years of age, to be taken into 
consideration in building a world-friendship pro¬ 
gram for kindergarten children. 

2. Write briefly on the characteristics of the 
child of the primary age which should be considered 
in the building of a world-friendship program 
for children of the first three grades. 

3. Examine the course of study used in this 
school for the first-year kindergarten, and note 
how much of the material has value in developing 
the attitude of friendliness for others. 

4-7. Make similar assignments for: second- 
year kindergarten; first-year primary; second-year 
primary; third-year primary. 


Denominational Program and Helps 41 
Readings on This Lesson 

Foreign Missions Year Book of North America. Pub¬ 
lished by the Committee of Reference and Counsel of the 
Foreign Mission Conference of North America, 25 Madison 
Avenue, New York. 

World Survey, Inter church World Movement of North 
America, two volumes. Interchurch Press, 1920. 

Your own denominational yearbook including annual 
reports of missionary and benevolence activities. 

Your own denominational program of missionary educa¬ 
tion. 


STUDY 6 


A PROGRAM FOR KINDERGARTEN AND 
PRIMARY PUPILS 

Aim of This Lesson 

To outline an appropriate program of training 
for the world-outlook for children four, five, six, 
seven, and eight years of age. 

Approach 

Our first five studies have served as a foundation 
for the more specific work which we begin with 
Study 6. In our former lessons we have considered 
certain basic principles, and in a general way the 
elements that are essential in the task of training 
in world-friendship. 

The last five lessons of this course will be more 
specific. Building on our previous discussions as a 
foundation, we shall attempt to develop for each 
psychological group a program which our local 
church school may use in training its members in 
world-friendship and Christian service. In this 
session we shall begin to formulate that program, 
thinking of children of kindergarten age (about 
four and five) and of primary children (about six, 
seven, and eight years of age). 


42 


Kindergarten and Primary Pupils 


43 


Presentation 

i. The child 

The matter of prime consideration is not the 
cause that seems worthy of help. Neither is it 
the carrying out of some program that has seemed 
to some to have value. The first consideration is 
the need of the child, and that need we must 
discover from the child’s nature. Let us consider 
briefly, therefore, the pupil of this age—the world 
in which he lives, and his nature and character¬ 
istics. 

(Call for a report on the first topic assigned at the last 
session: The characteristics of the child of four or five to 
be considered in the building of a world-friendship program. 

Be sure that the report or the discussion stresses the 
limited world of the child of four or five, confined to family, 
playmates, kindergarten, birds, trees, etc. 

The report and discussion ought to emphasize also: 

(1) Imitation. 

(2) Imagination. 

(3) The great activity of a child of this age. 

(4) His interest in the specific and the individual rather 
than the general. 

The natural deduction will be that his program should 
have in it a place for stories, concrete, personal, and full of 
action; and also an opportunity to play such stories in a 
simple, spontaneous way; and for other lines of activity as 
well. 

Call for a report on the second topic assigned at the 
last session: The characteristics of the child of the primary 
age, which should be considered in the building of a program 
of world-friendship. 


44 


W orld-F riendship 


The report or the discussion that follows should bring 
out the fact that the world of this child is only slightly 
larger than that of the beginner, due to his school experience. 

It should be stressed also that the child of six, seven, and 
eight: 

(1) Continues to be imitative and active. 

(2) Is more social, as indicated by his ability to play 
better in a group. 

(3) Is interested, however, in individuals and in concrete 
problems rather than in groups or in general conditions. 

(4) May be appealed to on the basis of reason with 
much more satisfactory response than has previously been 
possible.) 

Question: In what ways may these characteristics prove 
suggestive to the program-maker? 

2. Developing a program for these ages 

(Call for brief reports on assignments 3-7 made at the 
last session, having to do with the material in the regular 
course of study now being used, which is of value in develop¬ 
ing the attitude of friendliness. 

If these reports indicate that the material is too limited, 
the matter should be referred to the church’s religious educa¬ 
tion committee, or committee on curriculum, for careful 
consideration.) 

Question: Ought the world-friendship and service ideal 
to be woven into the regular course of study, or ought it to 
be a separate and extra program ? 

(Undoubtedly it should be made a part of the regular 
curriculum. If this seems temporarily impossible, it ought 
to be introduced as an occasional lesson, or as the chief 
thought of the worship period. The additional time 
available through the plan of week-day instruction, or the 
expanded Sunday session, should make it easier to find 
ample time for this element in the regular curriculum.) 


Kindergarten and Primary Pupils 45 

(1) Stories: 

These are an essential part of the program. 
They may have to do with kindness in the home, to 
other people, to animals. They may have to do 
with child life in other parts of our country or in 
other lands. They ought to be concrete, vivid, and 
(especially with the kindergarten children) short. 

Aside from such stories as are included in the 
regular courses of study, many others are available. 
The Missionary Education Movement makes valu¬ 
able suggestions along this line from year to year. 
Its two sets of stories for 1921-22, for example, 
“Homes around the World” and “Young Ameri¬ 
cans,” furnish the teacher with twelve good stories, 
each with a picture to illustrate it, having to do with 
child life in various places, and with instances of 
children who have been helpful in worthy enter¬ 
prises. 1 Such a series might be made the basis 
of twelve projects during the year, the giving, 
service, and expressional work being closely related 
to the theme of the story. 

(If the leader plans to present such a series of stories 
and pictures, he should arrange to secure them in advance 
so as to have them at this session of the class.) 

(2) Playing the story: 

Self-expression is an essential element in the 
learning process. It is an important method of 

1 Other good sources for appropriate stories are The Mayflower 
Program Book, and The Second Year Mayflower Program Book, 
by Perkins and Danielson. 


46 


World-F riendship 


instruction. The extreme activity of pupils of 
these ages, as well as the quality of imitation so 
noticeable during these years, unite to make the 
simple acting out of a story an appropriate form 
of expression. With children of these departments, 
dramatization must be very simple and thoroughly 
spontaneous. Plays with lines to be learned, and 
parts to be taken, have no place here whatever. 
The simple playing of the story in their own 
natural way, however, has in it real educational 
value for kindergarten children, and even more 
value for children of the primary age. 

(3) Drawing: 

Another form of expressional work, which may 
be used alternately with playing the story, is drawing. 

Question: What is the relative value of having children 
color pictures illustrative of a story that has been told, 
and letting them express their conception of the story with 
pencil or crayons in their own original way ? 

Question: Is it possible for children as young as the 
kindergarten age to do what the latter alternative in the 
preceding question suggests ? 

The mere coloring of pictures is a useless pas¬ 
time. It gives no opportunity for originality and 
calls for no particular initiative. A child takes 
delight in more freedom of action, and in pieces of 
work that are more really his own expression. 

(4) Money-giving: 

(Recall the principles agreed upon in Study 3 applicable 
to the financial program of these age-groups.) 


Kindergarten and Primary Pupils 47 

As long as the pupils’ attention is directed 
toward one particular interest, their gifts should 
be used for that purpose, and they should under¬ 
stand clearly what the purpose is for which their 
money is being used. 

Question: Does this represent our present policy in these 
departments ? If not, is it desirable and possible to adopt 
such a policy ? 

Children of this age should never be told that 
their gifts are being sent to a certain “board” or 
“society” or “association.” Children think of 
concrete cases of need; they have a friendly inter¬ 
est in an Indian child, or a children’s ward in 
a hospital, or a kindergarten child in Japan. 
“Board” machinery is of no concern to them. 

Question: In some churches, children of this age are 
asked for two offerings each Sunday, one for the support of 
the school and the other for missions. From the standpoint 
of the child, what are the advantages and disadvantages of 
such a plan ? 

(Keep in mind the principle that the gifts of children 
should not be used for the support of the school. Consider 
also the bad psychology involved in thus dividing a child’s 
interests at an age when he should have only one interest 
held before him at a time.) 

(5) Personal service: 

It may seem difficult in building a program for 
this age to include the element of personal service 
in a way that correlates it with the main project. 
It will not be easy to discover actual lines of service 


48 


World-F riendship 


activity in which these children may engage in 
behalf of a child in China, for example, aside from 
their gifts of money. Personal service in the home 
and for the church, however, can be stressed; 
and it can be related to the project as an oppor¬ 
tunity to act for a similar cause or in a similar 
spirit. 

(6) The place of charts and posters: 

(Discuss the value of having a visualized record to 
represent the children’s special interests, and the work that 
they have had a part in doing.) 1 

(7) Worship: 

Question: How may the worship of these departments 
contribute to the end in view ? 

(Criticize the songs of your beginners’ and primary 
departments. Criticize the prayers made in those depart¬ 
ments as to length, simplicity, concreteness, and evident 
thought of the department’s particular friendship project.) 

Conclusion 

During the years of early and middle childhood, 
we are doing elementary work. We are taking 
the child’s small world and trying to suffuse it 
with the spirit of Christian friendliness. We are 
trying also to enlarge that world, so that he may 
include in his friendly outlook others whom he has 

1 See Missionary Education in the Church School , Congre¬ 
gational Education Society, p. 14; F. Beard, Graded Missionary 
Education in the Church School , p. 31 (Our Chinese Friends; 
The Playground We Are Helping to Make; etc.). These will prove 
suggestive to workers interested in making posters. 


Kindergarten and Primary Pupils 49 

not seen. The program may not be comprehensive, 
but it must be psychologically sound. It is our 
responsibility to bring the child to the end of the 
primary department with as much of friendliness in 
his world-outlook as one of his years should exhibit. 

Assignment 

Examine the courses of study used by this 
school, in the fourth, fifth, and sixth grades, and 
note the lessons of value in the development of a 
spirit of Christian friendliness in the junior pupils’ 
outlook. 

Readings on This Lesson 

Beard, Frederica. Graded Missionary Education in 
the Church School , chaps, ii and iii. Griffith and Rowland 
Press, 1917. 

Bryant, Sara C. How to Tell Stories to Children. 
Houghton Mifflin Co., 1905. 

Danielson, Frances W. Methods with Beginners , 
Lessons 8 and 10. Pilgrim Press, 1921. 

Diffendorfer, Ralph E. Missionary Education in Home 
and School , chap. xi. Abingdon Press, 1917. 

Eggleston, Margaret W. The Use of the Story in Reli¬ 
gious Education. George H. Doran Co., 1920. 

Ferris, Anita B. Missionary Program Material. Mis¬ 
sionary Education Movement, 1916. 

Hall, Katherine S. Children at Play in Many Lands. 
Missionary Education Movement, 1912. 

Hartshorne, Hugh. Manual for Training in Worship. 
Charles Scribner’s Sons, 1915. 

-. Childhood and Character. Pilgrim Press, 1919. 



50 


World-Friendship 


Kirkpatrick, E. A. Fundamentals of Child Study. 
Macmillan Co., 1917. 

Lewis, Hazel A. Methods for Primary Teachers. 
Front Rank Press, 1921. 

Loveland, Gilbert. Training World Christians , chap. x. 
Methodist Book Concern, 1921. 

Miller, Elizabeth E. (Elizabeth M. Lobingier). The 
Dramatization of Bible Stories. University of Chicago 
Press, 1918. 

Perkins, Jeannette E., and Danielson, Frances W. 
The Mayflower Program Book. Pilgrim Press, 1920. 

-. The Second Year Mayflower Program Book. 

Pilgrim Press, 1922. 

Sargent, Walter, and Miller, Elizabeth E. How Chil¬ 
dren Learn to Draw. Ginn and Co., 1916. 

Weigle, Luther A. The Pupil and the Teacher , chaps, 
iii and iv. George H. Doran Co., 1911. 

Whitley, Mary T. A Study of the Little Child. West¬ 
minster Press, 1921. 



STUDY 7 

A PROGRAM FOR THE JUNIOR AGE 
Aim of This Lesson 

To outline an appropriate program of training 
for the world-outlook for children of the fourth, 
fifth, and sixth grades. 

Approach 

In this study we are considering the junior 
department—children of approximately nine, ten, 
and eleven years of age. Before attempting to 
outline a program for this group, let us remind 
ourselves of certain characteristics of boys and 
girls of this age, of interest to the program-maker: 

1. They read fairly well by the time they 
reach the fourth grade, and they thoroughly enjoy 
using this newly acquired ability. This interest 
and ability may be utilized and directed toward 
the purpose which we are now considering. 

2. Junior pupils are exceedingly active. The 
program, therefore, should not be merely intellec¬ 
tual; it should have ample place for action. 
Because of their physical nature it is essential that 
they have things to do. 

3. Their social interest is growing, due to a 
wider group experience in the school. The extreme 


52 


World-Friendship 


individualism of earlier childhood has passed. 
They are more ready to act in co-operation than 
heretofore. 

4. During these years, children have a tre¬ 
mendous interest in persons who have achieved 
and who seem to exhibit in a marked degree the 
qualities that they admire. This natural hero- 
worship may be utilized to advantage in the task 
of training them toward the world-friendship ideal. 

5. The collecting interest is strong during these 
years. Collections of stamps, coins, butterflies, 
bottle tops, etc., usually flourish at nine, or ten, or 
eleven. Perhaps this interest may be utilized to 
advantage by having boys and girls make collec¬ 
tions of things that will give them an insight into 
other people’s ways of living. 

(In approaching the problem of this lesson by dis¬ 
cussing the nature of the pupil, many teachers will want 
to make additions to the five points given above. These, 
however, may prove suggestive.) 

Presentation 

1. The time available for training in world- 
friendship 

(Discuss this topic as applicable to your own school, 
either as at present organized, or on the basis of some 
possible readjustment. Such views as these may be 
presented:) 

a) The worship period, weekly or monthly, 
may be used for this purpose. 


Program for the Junior Age 


53 


b) A week-day period may be used as part of 
some scheme of week-day instruction. 

c) The Sunday session may be lengthened to 
give time for this purpose. 

d) A special course along this line may be 
introduced as the regular curriculum for the sum¬ 
mer period of three months. 

e) The curriculum may be so changed that the 
world-friendship ideal becomes an integral part 
of it, taking its proper place along with other 
elements. 

2. The method of the program 

The year’s program should consist of a few 
projects , each centering about the ideal of Christian 
friendliness . Every element in the program should 
be thoroughly correlated , and no element should be 
included that does not obviously contribute toward 
the working out of the chosen project. 

(Give illustrations of appropriate projects, e.g., a project 
centering around a Kentucky mountain school; a project 
centering about a boys’ school in China; etc.) 

3. Elements in the program 

We must advance beyond the point of using 
a number of isolated methods unrelated to one 
another, however good each may be in itself. 
As indicated above, all the elements in the program 
ought to be correlated, and all ought to contribute 
toward the working out of the one main project. 


54 


World-Friendship 


a) What the project is to be must first be 
decided: 

Question: Who should make this decision ? 

(Note the values discussed in a previous lesson of allow¬ 
ing the boys and girls to make their own decisions. In 
democratically managed junior departments, which have 
had adequate instructional programs, children make and 
defend their own suggestions, and the departments decide 
by vote upon the causes to which they are to give their 
attention.) 1 

Question: How will this decision be related to the in¬ 
structional program ? 

(Let the discussion emphasize the fact that intelligent 
decisions must be based upon knowledge, but that more 
careful instruction must follow the decision, as part of the 
working out of the project.) 

b) The giving of money: 

Question: Does the decision reached by the group, as 
indicated above, cover this element also ? 

(It must be understood that a decision to center the 
interest upon a certain cause is of course a decision to 
support that cause with gifts of money.) 

c) Reading: 

(In Study 2 it was suggested that the co-operation of 
the public library be secured in adding appropriate books 
for children of this age. Discuss ways in which the teacher 
may choose from these and other books, those appropriate 
to the project selected, and suggest them as reading for the 

1 An exception to this rule may be found in schools which 
have worked out their entire courses of study on the basis of 
certain projects determined in advance in the working out of 
the curriculum. 


Program for the Junior Age 


55 


boys and girls. Discuss the appropriateness of occasional 
readings from books or magazines to the group as a whole. 

Discuss the matter of securing from the children sub¬ 
scriptions for Everyland, or some other similar magazine. 
Such a magazine will furnish material along many lines, 
including, no doubt, the particular current interest of the 
department.) 

d) The regular lesson period (if it is conducted 
as a unit in itself, unrelated to the project of the 
world-friendship program): 

(Call for reports on the assignment made in the last 
lesson, relative to the lessons in the regular junior course 
of study of value in developing a world-friendship program.) 

By means of illustrations and appropriate 
references, the resourceful teacher may make this 
period contribute to the friendship project in the 
mind of the group. 

e) Dramatization: 

Question: How can we be certain of finding plays relating 
to the project at hand when the number of good plays for 
children, emphasizing the world-friendship idea, is so 
limited ? 

(The discussion should emphasize the contrast stressed 
in Study 2 between the formal and informal methods of 
dramatization, and the fact that there is greater enjoyment 
and greater educational value derived from the informal 
method. That being the case, there need be no difficulty 
in securing—not the play—but the story out of which boys 
or girls may make their own play.) 

As an illustration, consider this experience of a 
certain junior department: In an old number of 


56 


World-Friendship 


Everyland , for April, 1920, a simple story was 
found called “Mallie’s Chanct,” telling of the 
rare experience of a poor girl in the Kentucky 
mountains, through her touch with a mountain 
school supported by one of the denominations. 
The story was read to the girls of the group, and" 
they themselves acted the different parts, thus 
making their own play. No better element could 
be found to contribute toward the working out of a 
project centering about the Kentucky mountain 
schools. This play, as made by the children, is 
given in full at the end of this study. 

For the boys of that same department, the 
same copy of Everyland furnished a dramatic 
story of a missionary’s experiences in the Philip¬ 
pines, “The Half-Bagani,” appropriate for / a 
project dealing with Christian friendliness among 
the Filipinos. 1 

One who looks with care will have little diffi¬ 
culty in finding suitable stories and incidents that 
can be used as a basis for dramatic expressional 
work. 

/) A museum: 

If an effort is made to collect articles indicating 

the ways of living of other people in whose lives the 

project centers, care should be taken to make 

♦ 

1 For this story and the dramatization made from it by the 
children, see E. E. Miller, Dramatization in the Church School 
(Appendix). 


Program for the Junior Age 57 

provision for a place to keep such articles safely 
and permanently. 

g) Service: 

Question: What should determine the content of the 
service program for juniors ? 

(The discussion should lay emphasis upon such points 
as these) 

(1) There should be personal service for those 
in whom the project centers. 

(2) The advice of those who know such people 
should be sought in order to avoid gross mistakes 
otherwise inevitable. Some nationalities have 
color prejudices. Some attentions that would 
appeal to an American as helpful and friendly 
would be unappreciated by certain others. We 
must know the tastes, customs, and standards of 
those whom we would serve in a friendly way. 

(3) What is done must be appropriate for a 
junior pupil to do. 

(4) Along with service for an outside cause, 
service for one’s home church or community is 
always appropriate. 

h) Charts and notebooks: 

As the project progresses, charts should be 
kept to form a permanent record of the work that 
has been done, and of the various elements entering 
into the program. The desirability of having 
pupils keep a complete record of their work in 
notebook form cannot be overestimated. 


58 


World-Friendship 


i) Worship: 

Question: In what way may the worship of the depart¬ 
ment contribute toward the working out of the project ? 

4. Length of time to be devoted to a single project 

Question: How long a time should a group continue to 
work at the same project ? 

(If they continue for only a few weeks or a month, there 
will not be time for adequate instruction nor for expressional 
work. At the other extreme, if they hold to the same project 
throughout the year, interest is likely to wane. Perhaps 
three or four projects a year will work out to best advantage. 
Are there any other advantages in having a number of 
different interests during the year ?) 

Conclusion 

It is of the utmost importance that we correlate 
all the essential elements in the program, directing 
them toward the working out of a single project. 
Thus when the nature of that project has been 
determined, gifts of money will be devoted to that 
cause, appropriate reading suggestions will be 
made and instruction given to the same end, wor¬ 
ship will be planned with that cause in mind, and 
various forms of suitable expressional work related 
to the same interest will be introduced. 

Assignment 

Select a project suitable for the junior high 
school age (intermediate department) and outline 
a program for working it out. 


Program for the Junior Age 


59 


Readings on This Lesson 

Beard, Frederica. Graded Missionary Education in the 
Church School, chap. iv. Griffith and Rowland Press, 1917. 

Bryant, Sara C. How to Tell Stories to Children. 
Houghton Mifflin Co., 1905. 

Diffendorfer, Ralph E. Missionary Education in 
Horne and School, Chap. xii. Abingdon Press, 1917. 

Eggleston, Margaret W. The Use of the Story in Reli¬ 
gious Education. George H. Doran Co., 1920. 

Ferris, Anita B. Missionary Program Material. Mis¬ 
sionary Education Movement, 1916. 

Hall, Katherine S. Children at Play in Many Lands. 
Missionary Education Movement, 1912. 

Hartshorne, Hugh. Childhood and Character. Pilgrim 
Press, 1919. 

-. Manual for Training in Worship. Charles 

Scribner’s Sons, 1915. 

Hutton, J. Gertrude. The Missionary Education of 
Juniors. Missionary Education Movement, 1917. 

Kirkpatrick, E. A. Fundamentals of Child Study. 
Macmillan Co., 1917. 

Loveland, Gilbert. Training World Christians, chap. x. 
Methodist Book Concern, 1921. 

McMurry, Charles A. Teaching by Projects. Mac¬ 
millan Co., 1920. 

Manuel, Joyce C. The Junior Citizen. Pilgrim Press, 
1922. 

Miller, Elizabeth E. (Elizabeth M. Lobingier). The 
Dramatization of Bible Stories. University of Chicago 
Press, 1918. 

Stevenson, John A. The Project Method of Teaching, 
chap. iii. Macmillan Co., 1921. 

Weigle, Luther A. The Pupil and the Teacher, chap. v. 
George H. Doran Co., 1911. 



6 o 


World-Friendship 


MALLIE’S CHANCT 

[This little play, based upon a story of the same name, 
appearing in Everyland for April, 1920, was worked out by 
a group of girls of the junior department, as already indi¬ 
cated in this study. It is presented here in the form in 
which the children made it.] 

Act I 

[Kitchen of Mallie’s house among the mountain whites. 
Mother is sitting at table in the center at the back of the 
stage, peeling potatoes. Mallie is standing at the door 
sadly looking down the trail. Father lies in bed at left , 
groaning. Rob is whittling a stick. Rosie is playing 
with a broken doll. Sallie is helping Mother. Joe 
is building with sticks .] 

Mother: Mallie, Mallie, do come in here. Ever since 
you heard of them wimmuns from the mission school you 
been lookin’ down that trail. There’s hundreds of chillun 
asked afore you did. 

Mallie: [Sadly turning to her Mother, then looking 
down once more. Her face suddenly brightens up, and she 
runs in to her Mother excitedly .] Oh, but the wimmuns is a 
cornin’, Ma; they is a cornin’. [She looks around.] And 
oh, how dirty our floor looks. 

Mother: You chillun hustle around, an’ clean the house 
up. Joe, you run an’ get a pail of water, so I can wash the 
chillun’s faces. Rob, you sweep the floor. [All hurry 
around, and Joe brings in a pail of water. Mother washes 
their faces with a rag.] 

Mallie: Oh, hurry, Mother, the wimmuns is almost here! 
[All Children come to the door.] Oh, hello, I’m glad you came. 
I’ve been waiting for a long time for you. [Offers chair.] 

First Woman: We’ve tried in every way to get a message 
to you, Mallie, and could not succeed. But now we have 
come ourselves to take you back to the school with us. 


Program for the Junior Age 6i 

Mallie: Oh, Ma, can I go ? 

Mother: [Sfg/w.] Well, I don’t know. 

Father: No, Mallie can’t go. She has to help plant 
the crops in the spring. 

Mallie: Oh, please let me go. As Ma said, it will be 
one less mouth to feed. 

Father: Well, if you wimmuns will promise to bring 
her back in the spring, I reckon we can spare her now. 

First Woman: Oh, no, Mallie can’t come back in the 
spring. We don’t let even the boys go then, because that 
is the time of our examinations. 

Second Woman: Mallie could work on Saturdays and 
play time, and send the money home. You can hire some¬ 
one with it, to do the work, and then Mallie can stay at 
school. 

Father: Well, I reckon that would be all right. 

Mother: Yes, I think you’d better go, Mallie. It will 
be better for you. Ask the wimmuns if they want something 
to eat. 

Mallie: Won’t you have something to eat? 

First Woman: Oh, no, thank you, Mallie. We brought 
our lunch along so we could start right back, because the 
trail is so slippery. 

Second Woman: Are you ready to come with us, Mallie ? 
We must get started. 

Mallie: Yes. Good-bye, Ma and Pa. 

Mother: Good-bye, Mallie. 

Father: Good-bye. 

Children: Good-bye, Mallie. 

[Mallie and Women go out.] 

Act II 

[Mallie’s home. Mother is sitting by the fire, crying. 

Children are sitting on the floor around her. Sallie 

gets up and looks sadly out of the door.] 


62 


W orld-F riendship 


Sallie: Oh, somebody’s a cornin’ up the trail. I wonder 
who it is. 

Rosie: Maybe it’s Mallie! 

Sallie: Why yes, it is! But she’s got a funny lookin’ 
dress on, and a hat on her head. [Children run to the door 
and look out.] 

Children: Hello, Mallie! 

Mallie: Hello, everybody. Hello, Mother. 

Mother: Hello, Mallie. [Sadly.] 

Mallie: Why, what’s the matter, Ma? Where’s the 
baby ? [ Looking around .] 

Mother: Oh, she took to ailin’ and a cry in’, and she 
just pined away last Saturday. We tried to get a doctor, 
but they knowed we couldn’t pay anything, and they 
wouldn’t come up here just for a baby. 

Mallie: [Cries.] But where’s Pa? [Looking around.] 
Did he die too ? 

Mother: Oh no, he didn’t die. That moonshiner, Jake 
Carter, was here. I came in here after buryin’ the baby, and 
there was Pa, a sittin’ up in bed with Jake Carter, and when 
Pa seen me he ’lowed as how his back was better. An’ 
then Jake Carter said he was a goin’ to get Pa a job, an’ I 
told Pa, “Don’t you have anything to do with that Jake 
Carter, or else you can have no more dealings with me.” 
Then Pa says, “You an’ the chilluns have always been a 
millstone around my neck.” An’ then I says, says I, 
“Well, drop the millstone,” an’ Pa he slid right out o’ bed, 
an’ into his clothes, an’ the two sculled out o’ the door. 
An’ I screeched after him, “Don’t you never let me see you 
around here again.” 

Mallie: Well, perhaps it’s all right. 

Sallie: Where’d you get that dress ? It’s all short an’ 
cut off. 

Rosie: An’ where’d you get that ribbon with the flowers 
on it ? 


Program for the Junior Age 


63 


Mallie: The mission wimmuns gave it to me. Oh, the 
school was so pretty, with grass, and flowers, and every¬ 
thing. At night we didn’t have to go to bed as early as we 
do here, because you just pushed a button in the wall, and 
it got all light as day. And the water came out of a pipe, 
and it wasn’t cold; it was hot. You know, the first day, I 

ate so different from the other girls. I ate like this-, 

and they ate like this-, and didn’t grab. And just 

look, they gave me lots of seed to make a garden with. 
[Pulls package from pocket .] And I want you to help me. 

Rob: I’ll help you! 

Others: And I will too. 

Mallie: All right; and I can cook and sew, and-. 

[A stamp is heard at the door.] 

Mother: Who’s that ? 

Children: Why, it’s Pa. 

Father: Can I come back, Ma? I found that Jake 
Carter and his still wasn’t what I thought they was. I got 
tired of it, an’ I says, I’m goin’ back an’ stick by the chillun 
an’ you, if you’d let me; an’ I’ll work, if you let me come back. 

Mallie: Oh, yes, you can help me plant the garden; 
and we’ll fix our house all up nice like the mission wimmuns 
said we could. We need you to help us. 

Mother: Yes, I guess we do need you, Pa, and I’m glad 
if you will work. Mallie, it’ll be you that will have saved 
us from starving this year. 

Mallie: Oh, no, it’s you an’ Pa, because you let me go. 
Just think, what if I never would of had the chanct! But 
now we’ll all work all summer real hard, and then I’ll go 
back to school next year, and send you the money I earn, 
and we’ll all be so happy! 

Sallie: I wisht I’d have a chanct like Mallie! 

Children: Yes, an’ so do I! 

Mallie: Perhaps you will some day. 





STUDY 8 


A PROGRAM FOR THE JUNIOR HIGH 
SCHOOL AGE 

Aim of This Lesson 

To outline an appropriate program of training 
for the world-outlook, for boys and girls of the 
seventh, eighth, and ninth grades. 

Approach 

If during the kindergarten, primary, and 
junior years, a child has been carefully trained in 
the practice of Christian friendliness and an appre¬ 
ciative understanding of the lives of others, he may 
be expected to enter the intermediate or junior 
high school department with some adequate sense 
of the mission of the church. As a participant he 
has observed the church’s constant work for and 
interest in others. Whether consciously or uncon¬ 
sciously, he has come to feel that the church is a 
“going” institution, dedicated to the task of a 
friendly society throughout the world. 

It is of the utmost importance that the child 
should come to early adolescence with this point 
of view toward the church. He is entering upon the 
period recognized as the normal time for entering 
its membership; and that attitude toward the 


64 


Program for Junior High School Age 65 


church will increase the likelihood of his wanting to 
be identified with it. He may have many motives 
for so deciding; it is important, however, that one 
of those motives should be this sense of wanting to 
be fully identified with an institution actually 
engaged in service for others, actually practicing 
world-friendship. Those who commit themselves 
to the church with that as one of their reasons are 
not likely to be idlers in the church, nor are they 
likely to be drawn away from the church at some 
slight provocation. 

An adequate program of training in world- 
friendship and service should, therefore, bring one 
into the junior high school age with a good founda¬ 
tion for membership in the church. 

How shall that program of training be continued 
through this next period of early adolescence ? 

Presentation 

1. Early adolescence 

Question: Why may this period (about twelve, thirteen, 
and fourteen) be regarded as a time of peril ? 

(Note the rather extreme self-consciousness of this age; 
the struggle for independence; and the dangers arising out 
of the physical nature of adolescence.) 

Question: Why may this period be regarded as a time 
of great opportunity? 

(Note the fact that by its nature early adolescence is a 
time of enlarging social vision, appropriate for a vital pro¬ 
gram of service. It is the normal time for young people to 
enter upon church membership, which they should do in 


66 


World-Friendship 


large measure from motives of Christian social service. It 
is a time of independence and self-assertion, which if rightly 
guided may became elements in genuine Christian leader¬ 
ship.) 

2. An appropriate program 

(Call for some of the reports on the assignment given 
in the last lesson: Select a suitable project for the junior 
high school age, and outline a program for working it out. 

Discuss the projects selected on the basis of such questions 
as the following: 

Is this likely to prove of interest to boys and girls of 
this age ? 

Will studying about this cause and working for it prove 
actually beneficial to this group ? 

Will it be easy to secure material for the working out of 
the project in the various ways in which it may be worked 
out? 

Does the cause possess merit in itself, so that gifts made 
to it, or service rendered for it, have a basis in actual need ? 

Discuss some of the programs outlined by the class 
members. Criticize them constructively on the basis of 
such questions as these: 

Does each element in the program contribute toward 
the working out of the project ? 

Are all the elements in the program thoroughly corre¬ 
lated so that each bears a consistent relation to every other ? 

Is every element suitable for the age-group for which it 
is designed ? 

Is there any reason why any part of this program is 
inappropriate in this particular church ? 

Does the program give ample room for the pupils’ 
initiative ? 


Program for Junior High School Age 67 

Does it give sufficient opportunity for self-determina¬ 
tion? 

Does it include elements of activity and self-expression ? 

Does the plan include training in the management and 
giving of money ? 

Does the program make adequate provision for the 
acquiring of useful knowledge ? 

How is this program likely to develop in boys and girls 
the attitude of friendliness? Friendliness toward whom?) 

Let us discuss the important elements in the 
program for the intermediate department: 

( 1 ) The financial support of the cause chosen: 

Question: Can this be made an opportunity for train¬ 
ing in the management and giving of money? If so, in 
what ways ? 

(The majority of families have now adopted the plan 
of giving regular allowances to children by the time they 
have reached this age. This is much to be desired, and if 
the church has contacts with the home so that it can easily 
make suggestions to parents, it would do well to advise 
this course. 

Gifts of the boys and girls of this department may in 
this way be actually their own. Some church schools have 
a rule against receiving any money from children of this 
age unless they have earned it or taken it from their regular 
allowances. Training in stewardship must include as the 
first item the practice of giving money which is one’s own 
to do with as one will. 

Training in giving implies intelligent giving; one must 
know of the cause to which one gives, and make the con¬ 
tribution because of a belief in the worthiness of the 
cause. A correlated instructional program is therefore 
necessary.) 


68 


World-Friendship 


Regularity in giving must become the custom 
of the group, so that there is a conscience in the 
matter of regular gifts each week. 

The training program ought also to develop the 
habit of proportionate giving, even though no one 
but the individual concerned attempts to fix the 
proportion. As children’s allowances increase, 
the amounts they give to religious and benevolence 
causes should increase; and unless that is their 
habit, there has been a faulty element in their 
training program. 

(2) Instructional elements in the program: 

(Call attention to the splendid biographical material 
along the lines of missions and world-service to be found in 
many of the courses of study for the junior high school age. 

Discuss ways in which the walls of an intermediate 
departmental or classroom may be decorated so as to con¬ 
tribute to the instructional part of the program. 

Discuss dramatic work for pupils of this age; the prin¬ 
ciples suggested in the last lesson are equally appropriate 
for the junior high school department. 

Discuss the place of readings and reports on themes 
germane to the departmental project.) 

(3) Personal service: 

Question: Aside from the values to be derived from 
service activities in general, as discussed in the fourth 
lesson, does the early adolescent age derive any special 
benefits from such lines of activity ? 

(The discussion may bring out as a genuine danger of 
this period a frequent tendency to too much introspection. 
Many organizations aggravate the situation by developing 


Program for Junior High School Age 69 


programs that give large place to introspection. The best 
antidote to that tendency is activity; those who are busy 
in Christian service are not likely to suffer from an unwhole¬ 
some amount of introspection. 

Discuss the value of charts indicating service aims and 
service achievements, for church, community, and world; 
or for as many of those three as come within the scope of 
the group’s aims in service. 

Discuss the time best suited for the group to engage in 
service activities. Many groups find it desirable to have a 
weekly or bi-weekly meeting for recreational, expressional, 
and service activities, according to a schedule agreed upon 
by the group.) 

(4) Departmental worship: 

Question: How may the junior high school period of 
worship and expression contribute to the working out of a 
missionary project ? 

3. A Practical Problem 

Question: What parts of this program can best be carried 
out by boys and girls working together as a single group, 
and what parts can best be carried out by boys and girls 
working as separate groups ? 

Conclusion 

Intermediate pupils should center their atten¬ 
tion upon three or four projects during the year, 
each carrying the idea of need, service, and friend¬ 
ship. There should be some variety in the geo¬ 
graphical location of these interests, ranging per¬ 
haps from the local community to some remote 
part of the world; in this way the pupils will 


70 


World-Friend ship 


receive best results. The complete program of 
service, instruction, giving, and worship should 
appear as a single program, each element con¬ 
tributing toward the working out of the main 
project. 

Assignment 

(Make one of the following assignments to each of three 
members or groups of members of the class.) 

1. From the records, find out how many who 
passed out of the senior or high-school department 
last year were church members. 

2. From the records, find out what proportion 
of those now in your senior or high-school depart¬ 
ment of the church school are members of the 
church. 

3. Write briefly on the subject: “Should Our 
High-School Department Support the Benevolence 
Program of the Local Church, or Ought It to Be 
Free to Determine What Causes It Will Support ? ” 

Readings on This Lesson 

Beard, Frederica. Graded Missionary Education in 
the Church School , chap. v. Griffith and Rowland Press, 
1917. 

Diffendorfer, Ralph E. Missionary Education in Home 
and School , chap. xiii. Abingdon Press, 1917. 

Harris, Hugh H. Leaders of Youth. Methodist Book 
Concern, 1922. 

Hartshorne, Hugh. Manual for Training in Worship. 
Charles Scribner’s Sons, 1915. 


Program for Junior High School Age 71 

Loveland, Gilbert. Training World Christians , chap. xi. 
Methodist Book Concern, 1921. 

Richardson, Norman E. The Religious Education of 
Adolescents. Abingdon Press, 1913. 

Stevenson, John A. The Project Method of Teaching , 
chap. iii. Macmillan Co., 1921. 

Weigle, Luther A. The Pupil and the Teacher , chap. vi. 
George H. Doran Co., 1911. 


STUDY 9 

A PROGRAM FOR THE HIGH-SCHOOL AGE 
Aim of This Lesson 

To outline an appropriate program of training 
for the world-outlook for young people of the last 
three high-school years, approximately fifteen, 
sixteen, and seventeen years of age. 

Approach 

With this lesson we come to a consideration of a 
suitable program for the high-school or senior 
department. This includes young people of the 
period of middle adolescence, approximately fifteen, 
sixteen, and seventeen years of age. 

Every member of this department is or ought 
to be a member of the church. Perhaps very 
few churches have the experience of actually enrol¬ 
ling as their members ioo per cent of their senior- 
department constituency. The actual, however, 
is not the ideal; they should be members of the 
church. When we lay plans for this group, 
therefore, we are planning for the needs of young 
church members. 

(Call for reports on the first two assignments made at 
the last class meeting, having to do with the percentage 
of church members in our own senior department, [i] con¬ 
sidering the department as a whole, and [2] at the time of 


72 


Program for the High-School Age 


73 


graduation from the department. These figures may prove 
suggestive for purposes other than the one now before us.) 

Even those who are not actually members of 
this church have a vital connection with it through 
its school. It is not inappropriate, therefore, 
even in these latter cases, to plan a program for 
young church members, for even those who are 
not yet on the church roll must feel a vital con¬ 
nection with the church and regard it as to all 
practical purposes their own. 

Presentation 

i. The primary problem 

(Call for one or two of the brief papers asked for in the 
last assignment, discussing this problem: “Should Our 
Senior Department Support the Benevolence Program of 
the Local Church or Should It Be Free to Determine What 
Causes It Is to Support ? ”) 

The method employed in the building of the 
program will be determined by our answer to this 
preliminary question. Consider the arguments 
for each of the two viewpoints. 

(Discuss the suggestion that the senior department 
continue the plan to which its members have been accus¬ 
tomed in the junior and intermediate departments, viz., 
that of deciding upon their own projects and determining 
to what needy causes their own service and financial help 
shall be given. In this discussion full weight should be given 
to the values involved in allowing young people to make 
their own choices, and in a policy of initiative and self- 
determination. 


74 


World-Friendship 


Discuss the suggestion that the senior department as a 
matter of course support the local church’s missionary and 
benevolence program. In defending this position emphasis 
should be laid upon such points as these) 

a) As a group of young church members, it is 
logical to expect these young people to carry on 
the work of their own organization. The more 
opportunity they are given to participate in the 
work and program of the church, the more will 
they feel the church to be their own institution, and 
the more will they feel themselves to be members 
who really count. 

b) For some years these young people have 
been thinking of specific interests, isolated causes. 
The time must come when they shall think in a 
more comprehensive way of the church’s total 
program, in the local community, in various parts 
of the country, and in remote parts of the world. 
If the senior department’s project is the total 
missionary and benevolence program of the church, 
its members will have the opportunity of getting 
that comprehensive view. 

c ) The appropriate time for careful instruction 
in the work of the church, its place in the com¬ 
munity, its service for the outside world, and the 
essential machinery for carrying on its program 
is during this period. It is the young church mem¬ 
bers who need such instruction. If our instruc¬ 
tional program is to be thoroughly correlated with 


Program for the High-School Age 


75 


other elements of the program, the group that 
receives such instruction should also give its money 
and personal service to the causes about which the 
instruction is given. 

Question: On the basis of the papers read and the class 
discussion, which is the preferable policy for the high-school 
department of this church ? 

2. A program for this department 

a) Instruction: 

(i) A course on the church, its mission, its 
program, its machinery for carrying out its pro¬ 
gram. 

Question: When ought such a course to be given ? Is it 
feasible in our own church school to make that the regular 
course of study for one year of this department, or for a 
certain part of the year ? 

(If no satisfactory course is found, covering this ground, 
it will not be difficult to prepare a simple outline on “Our 
Church,” by which the pupils may make a study of their 
own institution, its organization, its program, and the work 
it has a part in doing in the world. 

Indicate the desirability of having such a course given 
at a time when the entire constituency may be reached. 
This would be impossible if a special time were chosen and 
attendance placed on a voluntary basis.) 

Such a course will be found to be appropriate, 
whichever method, as discussed under point i, 
may be followed. 

(Note the value of certain other instructional courses 
designed for about this period, e.g., “The World, a Field for 
Christian Service,” “The Conquering Christ,” etc.) 


76 


World -F riendship 


(2) Debates: Not only are well-prepared 
debates of interest to an audience and valuable 
as training to the participants, but they serve 
as a valuable method of instruction for both 
debaters and hearers. Senior departments debate 
profitably on various aspects of the church’s 
program, e.g., the relative need of its work in 
America and in foreign countries; the wisdom of 
aiding so generously in the denomination’s benevo¬ 
lence program in view of pressing needs in the local 
church and community, etc. 

(3) Plays and pageants: 

(Compare the formal and informal methods of drama¬ 
tization for pupils of this age. By this time young people 
have ceased to derive as much keen enjoyment from the 
process of making their own plays as they did when a little 
younger. The informal method of dramatization has also 
served as an educational basis for the adoption of a more 
formal method during the period of middle adolescence. 
At this age they are better able to enter into an appreciation 
of a prepared play or pageant than heretofore. There is 
therefore no good reason why prepared plays and pageants 
should not be used at this age if used with discretion. 
Special care should be taken to avoid those attempts at 
missionary dramatization that are devoid of real dramatic 
elements, but which consist largely of long moralizing 
speeches in dialogue form.) 

(4) Reading: The task of obtaining an inter¬ 
ested response to reading suggestions, of books or 
magazine articles appropriate to the department’s 
world-friendship project, will be less difficult if 


Program for the High-School Age 77 


some of the suggestions have to do with books and 
articles in magazines not designated as “mission- 
ary,” e.g., articles in the National Geographic 
Magazine , Asia , Atlantic Monthly , etc. 

(Discuss methods of stimulating reading of this kind 
by reports on readings at departmental meetings, attempts 
to give suggestions related to school studies, methods of 
securing reading suggestions from members of the group, 
etc.) 

h) The worship and expressional period: 

Question: Ought pupils of this age to have such a period 
planned and conducted by themselves? 

Question: How can their worship and expressional 
service be made to contribute toward the working out of 
their project? (Discuss this from the point of view of 
the prayers, readings, talks, and other elements of the pro¬ 
gram.) 

c ) Giving: 

If the decision has been reached to continue 
the plan of selecting new projects from time to time, 
the offerings of the department must be applied 
to those causes. If, however, it has been decided 
to support the program of the church, each mem¬ 
ber of the high-school department should be given 
church envelopes as suggested in Study 3. 

(Discuss the question raised in a preliminary way in 
Study 3, as to the advisability of having only one offering 
on Sunday from the high-school age, instead of one at the 
church school and another at the church service. Such a 
plan will emphasize the essential unity of the two services 
as parts of a single institution.) 


78 


World-Friendship 


Question: Is this the logical point to introduce for the 
first time the plan of making definite pledges toward the 
work of the church, both its local expenses and its mission¬ 
ary budget ? 

Question: With such a scheme as this adopted, how 
much place should there be in the senior department’s 
program for special financial appeals to worthy causes ? 

d) Personal service: 

If the program suggested is being followed, the 
range of the service activities ought to be as 
broad as the range of the church’s interests. 

(Call for suggestions of service activities appropriate 
for this group in this particular church, [i] for the local 
church; [2] for the community; [3] for the world.) 

In order to achieve results of value, the group 
should set for itself definite aims along these 
lines, and have charts made to keep prominently 
before its members both the aims and the actual 
service accomplishments. 

Conclusion 

When pupils complete the work of the senior 
department, having followed some such program 
as that discussed, they will have been trained for 
the world-outlook for which the church stands—not 
by merely studying about the needs of the world 
and the church’s program—but by actually par¬ 
ticipating in enterprises that tend to develop 
within them the attitude of friendliness. 


Program for the High-School Age 79 
Assignment 

1. Ascertain the number of families in the 
church that subscribe to (a) a religious paper; 
(b) a missionary paper or magazine; ( c ) a magazine 
that gives an appreciative understanding of other 
peoples. What per cent of the total number of 
families in the church is each of these figures ? 

2. Study your own church and bring in a state¬ 
ment indicating (a) what opportunities for mission 
study, friendly service, and an understanding of 
international conditions this church offers for young 
people, and how many avail themselves of them; 
(b) the same for the men of the church; (c) the 
same for the women of the church. 

Readings on This Lesson 

Beard, Frederica. Graded Missionary Education in the 
Church School , chaps, v and vi. Griffith and Rowland 
Press, 1917. 

Diffendorfer, Ralph E. Missionary Education in 
Home and School , chap. xiv. Abingdon Press, 1917. 

Harris, Hugh H. Leaders of Youth. Methodist Book 
Concern, 1922. 

King, Irving. The High School Age. Bobbs-Merrill 
Co., 1914. 

Loveland, Gilbert. Training World Christians , chap. xi. 
Methodist Book Concern, 1921. 

Richardson, Norman E. The Religious Education of 
Adolescents. Abingdon Press, 1913. 

Stowell, Jay S. Making Missions Real. Abingdon 
Press, 1919. 

Weigle, Luther A. The Pupil and the Teacher , chap. vii. 
George H. Doran Co., 1911. 


STUDY 10 


A PROGRAM FOR YOUNG PEOPLE AND 

ADULTS 

Aim of This Lesson 

To suggest appropriate ways in which young 
people and adults may express their friendly atti¬ 
tude, and methods by which they may retain and 
intensify that attitude toward all humanity. 

Approach 

In this study the term “young people” will 
be used to refer to those in the period of later 
adolescence, from about eighteen to twenty-four 
years of age. The term “adults” will be used to 
refer to those who have passed beyond the age of 
twenty-four. It is impossible to draw a sharp 
line of distinction, and we must, therefore, often 
think of the two groups as one. 

When people have reached this point in life, 
their concern for others, their missionary interest 
and activity, and their spirit of international 
friendship will be dependent upon their past 
training. Occasionally it happens that one whose 
training has been along quite different lines may in 
maturity develop into a real “world-Christian.” 
Such cases, however, are exceptional. Here as 


80 


Program for Young People 


8 i 


everywhere it is the early training that counts for 
the most. 

When we come to consider young people and 
adults, therefore, our problem is not one of training, 
so that they may acquire a certain attitude and 
form certain habits. Our problem has to do with 
finding ways by which young people and adults 
will retain that attitude, deepen it, even in the 
face of disquieting experiences, assume a place of 
leadership in the church’s program of friendliness, 
and pass on to the next generation an enrichment 
of their own heritage. 

Presentation 

i. The present situation in our own church 

(Call for a report on the first assignment made at the 
last session: the number and percentage of church families 
subscribing for [a] a religious paper, [6] a missionary paper or 
magazine, and [cl a magazine that gives an appreciative 
understanding of other peoples, e.g., Asia , National Geo¬ 
graphic Magazine , etc.) 

Question: Is this a satisfactory showing? Does it 
represent as large a proportion of our membership as 
should be represented ? 

The newspaper and magazine idea has become 
so completely a part of American life that it is 
not too much to expect every family vitally inter¬ 
ested in the program of the church to subscribe 
for and receive (a) the denominational weekly 
paper, or some other equally good weekly religious 


82 


World-Friendship 


journal, and ( b ) a denominational missionary pub¬ 
lication or a missionary journal of an interde¬ 
nominational nature, such as the International 
Review of Missions , the Missionary Review of the 
World , or Everyland. (The last-named magazine 
is mentioned because many will feel that if they 
must choose between a magazine for adults and 
one primarily for children, the latter is to be 
preferred, since there is more likelihood of adults 
profiting from a children’s magazine than there 
is of children receiving benefit from a magazine 
designed for adults.) 

(Discuss plans for conducting such a magazine cam¬ 
paign. 

Call for a report on the second assignment made at the 
last session, about the opportunities offered by the church 
to young people, men, and women along the line of informa¬ 
tion and service in the church’s world-project. 

The leader should have at hand such information as 
will make it possible to indicate [a] what proportion of our 
constituency of young people is being touched by this 
program; [6] what proportion of the men of the church is 
making any consistent study of the church’s world-program, 
or doing any special service [aside from regular church 
contributions], to meet world-needs; [c] what proportion 
of the women of the church is engaged in study or service 
along these lines.) 

The matter of first importance is that we become 
aware of the actual facts in our adult constituency. 
The situation as it is in these particulars will 


Program for Young People 83 

indicate whether or not we need to be concerned 
about the success of this church’s world-program. 

In considering the program of our church, we 
must consider every agency. One of our most 
difficult tasks is to avoid duplication and over¬ 
lapping. If the women of the church are engaged 
in studying the church’s world-program through 
some organization or association that actually 
enlists them in large numbers, there is no need for 
the church school to inaugurate other duplicating 
courses. If the men of the church, on the other 
hand, are making no provision for instruction in the 
world-program of the church, through their brother¬ 
hood or other organization, by lectures, or dis¬ 
cussions, or study, there is manifestly a need 
for the church school to include such courses for 
its men. 

Question: Are the missionary meetings of this church, 
regardless of the organization under whose auspices they 
may be held, attended by the representative people of the 
church ? Or by a certain select group ? If the latter, what 
may be done to change the situation ? 

2. How to retain and deepen the attitude oj 
Christian friendliness during later adoles¬ 
cence and adulthood 

a) Young people and adults must keep up to 
date in their information as to the needs of the 
world and the church’s efforts to meet those needs. 
The importance of the religious journal and mis- 


8 4 


World-Friendship 


sionary magazine in every home is therefore 
obvious. 

b) The regular services of the church have their 
place in this program. 

Question: Do the sermons in this church contribute to 
the desired end ? What specific suggestions would you make 
to your minister ? 

c) Classes, open forums, discussions, debates, 
and lectures have value in reaching the end in view. 

(Discuss the present needs of this church along these 
lines. A study and discussion of the work of such agencies 
as those mentioned in Study 2, under “types of knowledge” 
(9), should not be omitted. Consider how this group may 
utilize such agencies.) 

d) Summer conferences are making a special 
contribution toward solving the problem of deepen¬ 
ing in the church the attitude of Christian friendli¬ 
ness. Many of the denominations are conducting 
young people’s conferences in various parts of the 
country; the Missionary Education Movement 
and other agencies do the same at convenient points. 
These conference places are among the beauty spots 
of the country, and no more ideal vacation point 
could be found than many of them. The wonderful 
fellowship of the group of active and earnest young 
people, the high caliber of the programs, the oppor¬ 
tunity for intimate association with Christian 
leaders from near and far, the free outdoor life and 
wonderful recreational advantages combine to give 


Program for Young People 85 

a young people’s summer conference a charm that 
is altogether unique. Even one or two young 
people returning to the church after such an 
experience may infuse a new enthusiasm for the 
church’s work at home and abroad into the entire 
young people’s group, and thus into the life of the 
entire church. 

(Brief statements from young people who have attended 
summer conferences will prove helpful at this point.) 

e) The giving of money is an important factor. 

Question: How can the giving of money to the local work 
of the church, and its outside interests, help one to retain 
one’s attitude of Christian friendliness toward others? 

/) It is of prime importance that we secure 
people’s active service for the church, the com¬ 
munity, and the church’s friendly work in the 
outside world. While personal service may come 
as a result of interest in such a cause, it is more 
true to say that interest in such a cause and 
friendliness toward others will come as a result of 
active service. It is important, therefore, that we 
secure active participation in the tasks of the 
church. 

(Discuss the possibility and desirability of enlisting 
more people in definite lines of responsibility, instead of 
giving many tasks to the few. Discuss this from three 
viewpoints: the work itself, the efficiency of “the few,” 
and the welfare of those who should be enlisted in active 
service.) 


86 


World-Friendship 


g) The young people and adults of the church 
should feel a responsibility for training the on¬ 
coming generation in the church’s program of 
world-friendship and service. Upon no other 
group can this responsibility rest. It is their 
privilege to train the boys and girls under the 
church’s care in actions and habits of life that are 
Christian, in knowledge essential to the world- 
friendship program, and in the attitude of Chris¬ 
tian friendliness toward all. The young people 
and men and women of the church who accept 
this responsibility will maintain and deepen their 
own concern for the welfare of others and for the 
friendly enterprises of the church throughout 
the world. 

Conclusion 

As in all life, so in the work of the church, the 
period of training is never at an end. A youthful 
world-vision may, with a narrowing experience, 
become warped to a middle-age provincialism. 
The church cannot end its period of training if it 
is to have a constituency committed permanently 
to the task of world-friendship. Well-nigh every 
church has its machinery of instruction, and prayer, 
and giving, and service, with this end in view; 
but the real problem before most of our churches 
is to present that machinery in so attractive and 
worthful a way that it will not appeal to some select, 


Program for Young People 


87 


esoteric group alone, but will actually make its 
impress upon the entire adult life of our congre¬ 
gations. Perhaps it is not too much to hope that 
when we have learned better how to train our 
boys and girls and young people in friendly Chris¬ 
tian outlook upon the world, that vision will be 
less clouded in maturity. 

Readings on This Lesson 

Addams, Jane. Peace and Bread in Time of War. 
Macmillan Co., 1922. 

Bovard, William S. Adults in the Sunday School, 
chaps, iii and viii. Abingdon Press, 1917. 

Dennett, T. A Better World. George H. Doran Co., 
1920. 

Diffendorfer, Ralph E. Missionary Education in Home 
and School, chaps, xv and xvi. Abingdon Press, 1917. 

Eddy, Sherwood. Everybody’s World. George H. 
Doran Co., 1920. 

Fleming, Daniel J. Marks of a World Christian. 
Association Press, 1919. 

Gulick, Sidney L. The Christian Crusade for a Warless 
World. Macmillan Co., 1922. 

Loveland, Gilbert. Training World Christians, chaps, 
xi and xii. Methodist Book Concern, 1921. 

Moore, Edward C. The Spread of Christianity in the 
Modern World. University of Chicago Press, 1919. 

Richardson, Norman E. The Religious Education of 
Adolescents. Abingdon Press, 1913. 

Smith, Frank Wade. Leaders of Young People, chaps, 
ix-xii. Methodist Book Concern, 1922. 






INDEX 


Abilities, development of, 8 

Activity, importance of, 29-30, 
34, 46, 68-69, 78, 85 

Adults, 26; a program for, 
80-87 

Aims, definite, 3, 6-7, 78 

Allowances, 25, 67-68 

Attitude of friendliness, 1, 8, 
11, 34, 81 

Beginners, 24-25, 43; a pro¬ 
gram for, 42-50 

Benevolences, 4, 73-74 

Bible, the, and world-friend¬ 
ship, 5 

Books. See Reading 

Charts, 17, 33, 48, 57, 69, 78 

Child, the importance of the, 
23-24, 26, 30, 43 

Church, membership in the, 
64-65, 72-73; service for 
the, 29-31, 48, 57, 69, 78, 85; 
world-friendship and the, 1, 

4-5 

Collecting interest, 52, 56 

Community, service for the, 
29-32, 57, 69, 78, 85 

Conferences, summer, 84-85 

Contributions, 4, 12 

Correlation, 53 

Course of study, the, 16, 53, 55 

Debates, 17, 76, 84 

Decisions by children, impor¬ 
tance of, 22, 24-25, 32, 54, 
67, 73 


Denominational agencies, 34, 
36-38 

Denominational programs and 
helps, 34-41 

Dramatization, 17,45-46,55-56 

Drawing, 46 

Early adolescence. See Junior 
high school age 

Envelopes, church, 25-26, 77 

Everyland (referred to), 56 

Exhibits, 17, 56-57 

Federal Council of the 
Churches of Christ in 
America, 14 

Gifts and religious develop¬ 
ment, 8, 26, 54, 85 

Giving, a program of, 20-27; 
guiding principles in, 21-24, 
46-47; relation of service 
and instruction to, 22, 28, 
33, 45, 58; training in, 25, 
67-68, 77 

Habits, 1, 8, 34, 86 

“Half-Bagani, The,” 56 

Hero-worship, 52 

High-school age, 25-26; a pro¬ 
gram for, 72-79 

Home, service in the, 48 

Illustrations, 16, 55 

Information, 11 ff. 

Instruction, 11, 68, 75; meth¬ 
ods of, 15-18; relation of 
giving and service to, 22, 28, 
33, 45, 58, 74 


QO 


World-Friendship 


Interdenominational organiza¬ 
tions, 13 

Interest, 8, n, 85 
Intermediate age. See Junior 
high school age 

International friendship. See 
World-friendship 
International ideals, statement 
of, 14 

Introspection, 68-69 

Junior age, 25, 51-52; a pro¬ 
gram for, 51-59 

Junior high school age, 25, 65; 
a program for, 64-70 

Kindergarten. See Beginners 

Knowledge, 1, 8, n-19, 86; 
types of, 12-14 

Later adolescence. See Young 
people 

Lectures, 16, 84 

Magazines, 9, 15, 77, 81-82 
“Mallie’s Chanct” (a play), 
56, 60-63 

Membership in the church, 
64-65, 72-73 

Middle adolescence. See High- 
school age 

Missionary Education Move¬ 
ment, 9, 16, 37, 45, 84 
Missionary gifts, reasons for, 
5-6 

Missionary meetings, 83 
Money. See Giving 
Money-raising, 18, 22-23 
Motives, 5 
Museum, 56-57 

Notebooks, 57 


Overlapping, 83 

Pageants, 76 
Pictures, 17 

Plays, 76. See also Drama¬ 
tization 
Pledges, 78 

Politics and world-friendship, 
r, 6 

Posters, 17 
Prayer, 33, 48 

Primary age, 24-25, 43-44; 
a program for, 42-50 

Program, a complete, 7; a 
definite, 2, 7; a graded, 7; 
a tentative, 3 

Projects, 53-54, 58, 66 
Provincialism, 1, 86 

Reading, 15-16, 54-55, 76-77, 
83-84 

Religious education, world- 
friendship and, 1-2, 6-7, 
39-40 

Senior department. See High- 
school age 

Separation of boys and girls, 
69 

Service, 8, 28-34, 47-48, 82; 
developing a program of, 
30-31, 57, 78; possible forms 
of, 32; relation of giving and 
instruction to, 22, 28, 33, 45, 
58; the value of, 29-30, 
68-69, 85 

Stereopticon lectures, 16 
Stewardship, 22-23 
Stories, 16, 45 
Summer conferences, 84-85 
Summer curriculum, 53 


Index 


9i 


Time, suitable, for training in 
world-friendship, 52-53 

Training, need of permanent, 
86 

Week-day work, 53 
World, service for the, 29-32, 
57, 69, 78, 85 


World-friendship, agencies of, 
13; importance of, 1, 80 

World-friendship program, a, 
4-10 

Worship, 17, 33, 48, 58, 69, 77 

Young people, 26; a program 
for, 80-87 


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